Revised 4-5-06
Program Report Format
English for Speakers of Other Languages
Kansas State Department of Education
COVER SHEET
Institution: Wichita State University
Accredited By: KSDE NCATE
Date Submitted: 9/02/08
Name of Preparer(s): Anh Tran
Unit Head Name: Sharon Hartin Iorio
Unit Head Phone Number: (316) 978-3301 Unit Head Email:
Level of the Program: Initial Advanced
Grade levels for which candidates are being prepared:
PreK-12 Elementary Middle Secondary
Is this program being offered at more than one site? Yes No
If yes, please list the sites at which the program is offered:
Program Report Status:
New Program Continued Program Rejoinder Dormant Program
SECTION I—CONTEXT
1. Program of Study:
· Clinical Experiences for English for Speakers of Other Languages Program
Wichita State University (WSU) is one of six state universities governed by the Kansas Board of Regents and is one of three Kansas state universities designated as a research university. WSU is committed to providing comprehensive educational opportunities in an urban setting. Through teaching, scholarship, and public service, the University seeks to equip both students and the larger community with the educational and cultural tools they need to thrive in a complex world, and to achieve both individual responsibility in their own lives and effective citizenship in the local, national, and global community (complete statement available on the University Website).
The mission of the College of Education at WSU is to prepare educators and other professionals to benefit society and its institutions through the understanding, the facilitation and the illumination of the learning process and the application of knowledge in their disciplines.
At WSU, field experiences and clinical practice provide the opportunity for candidates to apply the knowledge, skills, and dispositions they are studying in program coursework. The English for Speakers of Other Languages Program requires one semester-long clinical practice experience for program completion and conditional endorsement as an English for Speakers of Other Languages (ESOL) Endorsement.
During the clinical practice CI 747L ESOL Practicum candidates are required to spend ninety clock hours over the 16-week semester working directly with ESOL candidates to apply the knowledge earned from other ESOL program courses into effective performances. In addition to working directly with s, candidates are required to document 45 clock hours focused on direct contact with ESOL (teaching, co-teaching, face-to-face translating, observing instructional sessions) and 45 clock hours on planning time (lesson plans, conferences, home visits, parent contacts, referrals, etc.). All 90 hours are recorded in time logs. The candidate works under a cooperating ESOL teacher's supervision.
· Admission, retention and exit from the program.
Transition Points UNDERGRADUATE
Transition Point / Criteria / Responsible PartyNCATE Decision Point I
Admission to WSU ESOL Program / • Admission to Teacher Education • Concurrent Enrollment in an Early Childhood Unified, Elementary, Middle Level or Secondary Licensure Program / Office of Education Support Services (Teacher Education)
NCATE Decision Point II
Prior to Entering Clinical Practice: Admission to ESOL Practicum / • “C” or better in each ESOL course • Meets criteria on all course assessments (except CI 747L ESOL: Practicum) for Kansas State Department of Education (KSDE) ESOL standards and/or indicators. • Completes licensure criteria for appropriate Early Childhood Unified, Elementary, Middle Level or Secondary Licensure Program / Office of Education Support Services (Teacher Education)
NCATE Decision Point III
Prior to Exiting Clinical Practice / • “C” or better in ESOL Practicum / Office of Education Support Services (Teacher Education)
Program Specific Criteria • Meets criteria on all course assessments (including CI 747L ESOL: Practicum) for Kansas State Department of Education (KSDE) ESOL standards and/or indicators. • Completes licensure criteria for appropriate Early Childhood Unified, Elementary, Middle Level or Secondary Licensure Program / Departmental Recommendation—ESOL faculty in the Department of Curriculum and Instruction will review of the Document File as recorded on the ESOL Document File Evaluation Form, Transition Point III. The university supervisor signs the form verifying the accomplishment of standards and submits it to the Office of Education Support Services.
NCATE Decision Point IV
Program Completion: Graduation Requirements / • “C” or better in each ESOL course • Degree Audit: All courses and assessments adequately completed. / Office of Education Support Services (Teacher Education)
Program Specific Criteria • Meets criteria on all course assessments (including CI 747L ESOL: Practicum) for / Departmental Recommendation (see above)
Kansas State Department of Education (KSDE) ESOL standards and/or indicators. • Completes licensure criteria for appropriate Early Childhood Unified, Elementary, Middle Level or Secondary Licensure Program
Licensure
Conditional Licensure Requirements / • PLT: 161 or higher • Licensure in K-6, 5-8, 6-12, or PreK-12 • Takes/Passes the Content Test for Licensure and for ESOL (PRAXIS) / Office of Education Support Services (Teacher Education), Certification Officer
Transition Points GRADUATE
Transition Point / Criteria / Responsible PartyGraduate Admission to WSU ESOL Program / • Kansas Licensure K-6, 5-8, 6-12, PreK-12 • Admission to Graduate School / Office of Education Support Services (Teacher Education) Graduate School
NCATE Decision Point I
NCATE Decision Point II
Prior to Entering Clinical Practice: Admission to ESOL Practicum / • “B” or better in each ESOL course • Meets criteria on all course assessments (except CI 747L ESOL: Practicum) for Kansas State Department of Education (KSDE) ESOL standards and/or indicators. / Office of Education Support Services (Teacher Education)
NCATE Decision Point III
Prior to Exiting Clinical Practice / • “B” or better in ESOL Practicum / Office of Education Support Services (Teacher Education)
Program Specific Criteria • Meets criteria on all course assessments (including CI 747L ESOL: Practicum) for Kansas State Department of Education (KSDE) ESOL standards and/or indicators. / Departmental Recommendation—ESOL faculty in the Department of Curriculum and Instruction will review of the Document File as recorded on the ESOL Document File Evaluation Form, Transition Point III. The university supervisor signs the form verifying the accomplishment of standards and submits it to the Office of Education Support Services.
NCATE Decision Point IV
Program Completion: Graduation Requirements / • “B” or better in each ESOL course • Degree Audit: All courses and assessments adequately completed. / Office of Education Support Services (Teacher Education)
Program Specific Criteria • Meets criteria on all course assessments for Kansas State Department of Education (KSDE) ESOL standards and/or indicators. / Departmental Recommendation (see above)
· Relationship of the program to the unit’s conceptual framework.
Wichita State University’s vision for preparing teachers and other school personnel is to prepare candidates who are competent, collaborative, reflective education professionals. This vision includes six guiding principles, which are fundamental to the ESOL program and the preparation of future ESOL candidate preparation is as follows:
Professionalism and Reflection. Uses a reflective model (e.g., What? Why? So What? Now what?) for improving professional practice. Knows and implements the legal and ethical practices of the profession.
Human Development and Diversity. Knows basic theories of human development and learning and understands diversity (e.g., ethnic, racial, socio-economic status, gender, exceptionalities, language, religion, sexual orientation, and geographic area). Applies this knowledge to learning, teaching, guiding, and clinical situations.
Connection of Teaching Experiences and Assessment. Understands the cyclical and interactive processes of good teaching (e.g., analysis, preparation, instruction, assessment [qualitative and quantitative], and adjustment). Applies this understanding to learning, teaching, guiding, and clinical situations.
Technology. Demonstrates skills in the use of technology appropriate to the respective disciplines. Uses technology to enhance professional productivity in planning, teaching, learning, and assessment.
Content: Knowledge, Pedagogical Content Knowledge, and Alignment with Standards. Knows the content and continues to build knowledge in the disciplinary field(s). Applies this knowledge to teaching within the structure of the standards.
Collaboration. Knows processes to work and advocate collectively and professionally with s/clients and colleagues from different positions and/or organizations toward mutual goals. Collectively plans, builds, and gathers resources to create innovative solutions to existing problems.
Dispositions for all candidates, although not specifically addressed in this matrix, are also included in the conceptual framework and are directly related to the six guiding principles. Wichita State University’s candidates:
• Value knowledge and continuous learning (to improve professional practice),
• Respect and hold high expectations for all learners.
• Advocate for s/clients,
• Value working cooperatively with colleagues and others (e.g., parents, community agencies) to advance the best interests of s/clients.
The ESOL program documents, syllabi and assessment plan, focus on all six principles. Candidates learn the content traditionally found in the ESOL curriculum, and they learn the pedagogy of teaching this curriculum within the structure of the ESOL standards in courses and field experiences in area schools. Candidates learn to recognize developmental and cultural differences among learners and the differences in teachers and learners to select strategies that support development of all learners. Within the ESOL coursework and the field experiences, students address issues of professionalism and reflection, human development and diversity, connection of teaching experiences and assessment, technology, content, and collaboration.
Candidates’ knowledge, skills, and dispositions are subject to continuous assessment and are periodically reviewed with the intent to revise the program as needed.
· Relationship of the program’s unique set of assessments to the unit’s assessment system
The unique set of assessments for the ESOL program’s standards is described in the English for Speakers of Other Languages Table 2, which is attached. Table 2 lists each of the ESOL standards and which assessments are used to determine whether candidates have met the appropriate standard. Each assessment is numbered in the first column of Table 2 according to the guidelines described in the KSDE Program Report Format, e.g., assessment #2 is the plan for instruction. Table 2 also describes the criterion for each assessment, where in the program the assessment is administered (e.g., course number and title, freestanding), transition point where it is used, the conceptual framework predominant proficiency or disposition, and the predominant type of knowledge (per NCATE Standard 1). The ESOL program committee developed its set of assessments. All program assessment plans were reviewed by the Advanced Programs Committee, the Assessment Coordinator and the Unit Head. The Assessment Coordinator supplied feedback to the committee.
In order to gauge program effectiveness, the ESOL program has determined that a minimum of 80% of candidates must pass each assessment. An 80% pass rate on each assessment is seen as evidence that the program is adequately preparing candidates to meet program standards. Should fewer than 80% of candidates pass the assessment, program faculty would take measures to change the program to better prepare candidates to meet the specific standard. If they do not, they are provided remediation.
The Unit Assessment System (UAS) for the Professional Education Unit at Wichita State University consists of a review cycle and implementation mechanisms for the collection and examination of data/information about program candidate performance and unit operations to make judgments about and guide candidates, programs and the Professional Education Unit. Data and related data reviews in the UAS have two foci – one on program, the other on the Unit. In program level assessment, data relevant to individual candidates are reviewed in order (a) to make decisions and provide feedback to candidates on their program progress as well as (b) in the aggregate, to judge the efficacy of specific programs and guide program improvement. Unit level assessment utilizes data on overall unit operations and aggregate candidate performance to examine overall unit effectiveness and guide unit improvement.
Although conceptualized as a single assessment system, program and unit level assessments exist as interrelated subsystems that share data on candidate performance and unit operations. The results of program level assessments serve also as input for unit level assessment, and the results of unit level assessment may be directed toward individual programs. The unit’s Assessment Coordinator (in concert with the Unit Assessment Committee) reviews/monitors program assessments, both to ensure program assessment quality and to provide constructive feedback. Besides facilitating program and unit level assessments, Assessment Coordinator responsibilities include ensuring that unit and program assessments are in place and operational; providing support in the development and revision of program assessment plans.
System Components
The major components of the UAS include data derived from program and unit assessments, a data management system, unit and program assessment committees, program and unit advisory councils, an assessment coordinator and the unit head.
Unit Operations and Program Assessments are intended to systematically collect information/data useful in reviewing unit operations and/or programs. In the case of unit operations assessments, this includes data on such factors as
Advisement – e.g., program, career
Instruction – e.g., teaching, evaluation, clinical experiences, course logistics
Records – e.g., programs of study, checksheets, licensure
Resources – e.g., facilities, personnel, equipment/technology, funding
Faculty Matters—e.g., workload, evaluation/performance reviews, diversity,
development, voice
Candidate Matters – e.g., diversity, complaints, groups, communications
Staff Matters – e.g., diversity, workload, evaluation/performance reviews, development, voice
Organization– e.g., governance, management, climate
In the case of program assessment, this includes candidate performance data relative to the following:
Learning Products–institutional, state and professional society standards, professional knowledge/skills/dispositions and impact on learning, and specified proficiencies.
Transition Points – pre-specified program transition points (e.g., program admission or exit)
Program Components – learning products aggregated by courses, field experiences, and other such curricular elements
Post-Program Assessments – follow-up surveys of program completers and their
employers as well as results from state licensure tests and external reviews (e.g., state licensure reviews).
2. Chart with Candidate Information:
Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Please report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate routes, master’s, doctorate) being addressed in this report.